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The potential added value of Web-based learning (or similar designations, such as “virtual learning”, “technology-based learning”, or “online learning”) compared to teacher- and textbook-based instruction lies in helping learners to acquire the right knowledge and skills in order to function as active, self-reflected, and collaborative learners (Govindasamy, 2002; Hamid, 2002).
However, this cannot be realized without a change from learning environments in which the teacher and the textbook structure the learning process, towards learning environments in which the students themselves control, under the guidance of the teacher, the order in which they learn and perform activities based on their needs (Erstad, 2006; Wilson, 1998).
Web-based learning resources (WBLRs) have the potential to support a learning environment in which students explore knowledge and enhance their learning (Combes ;amp; Valli, 2007). II. The purpose of this study is to assess students’ attitudes towards web-based learning resources.
Specifically, the study will assess the (a) differences in attitude change, towards the CCIT class, for students using web-based resources and those using traditional textbooks; (b) differences in attitude change, towards computer technology, for students using web-based resources and those using traditional textbooks and (c) if age, gender, level in college, owning a personal computer, Internet accessibility at home, hours spent on the Internet per day, Internet time used for class work and percentage of project time used on the Internet, were predictors of ttitude .
There will be no difference found in change of attitude towards the CCIT students that uses web-based resources and students that used traditional textbooks. 2. The teaching and learning process will be dramatically altered by the convergence of a variety of technological, instructional, and pedagogical developments in recent times.
3. Web-based texts give readers a feeling of engaging in real time, face to face interaction through use of interactive programs. 4.
The web-based texts and other technologies represent an unstoppable technological revolution enabling students to access information rapidly and visually. IV Participants will be the students enrolled in CCIT at ISU Cauayan Campus to assess differences in attitude-change, a pretest- posttest, non-equivalent control group design will be used. ANOVA will be used to assess differences in attitude-change and regression analysis will be used to assess the relationship between demographic variables, computer literacy, and student attitudes.
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